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Description
In this activity, students watch or listen to a Part 1 performance and reflect on the format and function of this
part of the Speaking test. They also consider what makes for a good answer and practise doing Part 1
together.
Procedure
1. Ask students to discuss with their partner what they know about the Speaking test, then elicit some
basic information, e.g.
• Are you tested alone or in pairs/threes? (pairs unless there is an odd number of
candidates)
• How many examiners are there? (2, the interlocutor and the assessor)
• How many parts are there? (4)
• How important is the Speaking test? (it is equal to the other parts as it is worth 25% of the
total marks)
2. Put the following questions on the board or on an OHT (see below) and explain that they are going to
watch/listen to a sample Part 1 to find out the answers. If you don’t have access to the Speaking test
video pack, you could record yourself and two colleagues doing Part 1 as an audio recording, using
the transcript provided here.
• Do we find out the names of the examiners? Why do you think this is? (Yes. It is natural and
polite, it will make you feel more comfortable)
• Have you ever been asked questions in English like these in real life? (Answers may vary but
probably they will all have been asked similar questions in English)
• Are the questions about your daily life or about unusual topics? (Daily life)
• Do you have to spell anything? (Yes, your name)
• How long do you think this part lasts? (2–3 minutes)
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• Do the candidates give one word answers? (No, they answer in sentences most of the time
e.g. Where do you come from Eva? I’m from Spain as well instead of just Spain)
• What effect does this have? (Their answers sound natural and friendly and they use more
language.)
• Do you think the candidates use pre-rehearsed speeches? (No, they sound natural which is
very important, examiners will not give you marks if they feel your answers have been pre-
rehearsed.)
• How do the candidates seem to feel – nervous or relaxed? Why? (They seem nervous at the
beginning but they start to relax once the test has started. It is normal to feel nervous in the
Speaking test but the first part is designed to settle you into the test and to find out some general
personal information using simple social interaction.)
3. Explain that students are going to listen to a good example of a full answer given by a candidate.
Replay the following part of the recording/video or focus students on it in the transcript (or find an
equivalent if you are using a different video of a Part 1). Eva, what did you do yesterday evening?
Yesterday evening…I was in home. And I … I was watching TV for one hour more or less and then I
was studying for two hours and half more or less. And I always read a book before go to bed. Ask the
following questions:
• How many activities did she talk about? 3 – watching TV, studying, reading a book
• What other information did she add? The length of time spent on each, where she was and that
reading was a daily habit
4. Hand out the student’s worksheet. Explain that these are the questions from a sample Part 1. Allow
students a few minutes to work in pairs to discuss ideas of what candidates could talk about in their
answers before taking feedback of a few ideas with the whole class.(see key below).
5. Explain that they are going to practise a sample Part 1 in pairs, with one student asking the questions
and the other one answering. Divide the class in half; one half will be the examiners, and ask them to
find a partner to be their candidate. Start the activity and monitor the length and content of answers
given.
6. Stop the activity after a few minutes and comment on some good full answers you heard and some
weaker shorter answers.
7. Students swap roles and repeat the activity. Monitor and give feedback.
8. Hand out the sample task. Put students in pairs to look through it and answer the following
questions:
• What do you think the back-up prompts are for? (They are used when a candidate hasn’t
understood the question, so the examiner asks the same question using different words.
Candidates are not penalised for asking for repetition or clarification as long as they can form the
appropriate question to ask for them.)
• Do both candidates have to answer the same questions in Phase 1? (Yes, first candidate A
answers them and then candidate B answers them.)
• What are the differences between Phase 1 and Phase 2? (In Phase 2, candidates A and B
may have to answer different questions, the questions are chosen from a list of possible questions
so there is more variation, candidate B starts. NB Point out here that Phase 1, in comparison, the
questions are always asking about the candidates name, hometown, work/study.)
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9. Brainstorm a list of possible topics that could be covered in Phase 2 with the class and write them on
the board. Examples are: family, home life, daily routine, likes/dislikes, education, job, travel, hobbies,
holidays/weekends.
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B1 Preliminary Speaking Part 1 – answer keys
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B1 Preliminary Speaking Part 1 – Questions for OHT
- Do we find out the names of the examiners? Why do you think this is?
- Have you ever been asked questions in English like these in real life?
- Are the questions about your daily life or about unusual topics?
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B1 Preliminary Speaking Part 1 – Student’s worksheet
4. Do you work or are you a student in …?/ What do you do/ study?
6. Do you think that English will be useful for you in the future?
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B1 Preliminary Speaking Part 1 – Interlocutor’s frame
Phase 1
Interlocutor
Back-up prompts
Thank you.
And, Candidate A, what’s your surname? How do you write your family /
A How do you spell it? second name?
Thank you.
Adult students
Do you work or are you a student in ...? Have you got a job?
What do you do / study? What job do you do? / What
subject(s) do you study?
School-age students
Do you study English at school? Do you have English lessons?
Do you like it?
Thank you.
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Phase 2
Interlocutor
(Select one or more questions from the list to ask each candidate. Use candidates’ names
throughout. Ask Candidate B first.)
Back-up prompts
Do you enjoy studying English? Why (not)? Do you like studying English?
Do you think that English will be useful for you in Will you use English in the future?
the future?
What did you do yesterday evening / last Did you do anything yesterday evening /
weekend? last weekend? What?
What do you enjoy doing in your free time? What do you like to do in your free time?
Thank you.
(Introduction to Part 2)
In the next part, you are going to talk to each other.
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B1 Preliminary Speaking Part 1 – Transcript
Interlocutor: Good morning.
Both: Yes
Interlocutor: He's just going to listen to us. Now, (to Bertha) what's your name?
Eva: Garcia
Eva: G-A-R-C-I-A
Bertha: CATEVILLA
Bertha: C-A-T-E-V-I-L-L-A
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Interlocutor: And what did you study?
Interlocutor: Why?
Eva: Because I need I need learn English to improve my job and I hope, when I come
back to Spain, get a…a better job.
Interlocutor: Thank you. Bertha, do you think that English will be useful for you in the future?
Bertha: Yes, of course because I er I need the English to improve my career and I also
need the English because I love travel and if you speak English you can
understand everybody in all the world so I think it's very useful.
Interlocutor: Okay. Thank you. Eva, what did you do yesterday evening?
Eva: Yesterday evening…I was in home. And I …I was watching TV for one hour more
or less and then I was studying for two hours and a half more or less (Uh-huh) And
always I read (pronounced: red) a book before go to bed.
Interlocutor: Thank you. Bertha, what do you enjoy doing in your free time?
Bertha: Um, I enjoy reading books, er, visiting museums and listening music, I really like.
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